The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

95340

86911

91.2

88007

92.3

5505

5.8

Female

46241

43347

93.7

43741

94.6

1880

4.1

Male

49099

43564

88.7

44266

90.2

3625

7.4

American Indian

296

261

88.2

265

89.5

27

9.1

Asian

5968

5783

96.9

5804

97.3

115

1.9

Black

22161

19590

88.4

19873

89.7

1500

6.8

Hispanic

12275

9967

81.2

10079

82.1

1961

16

Native Hawaiian

136

129

94.9

129

94.9

4

2.9

White

50262

47251

94

47881

95.3

1724

3.4

Two or more races

4242

3930

92.6

3976

93.7

174

4.1

Students with Disabilities

11206

9764

87.1

9947

88.8

1172

10.5

Economically Disadvantaged

31214

27007

86.5

27528

88.2

2642

8.5

English Learners

6880

5078

73.8

5136

74.7

1625

23.6

Homeless

1225

907

74

935

76.3

237

19.3

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available Gap Group 1 = Students with Disabilities, English
Language Learners, Economically Disadvantaged
Students (unduplicated) Gap Group 2 = Black Students Gap Group 3 = Hispanic Students Unduplicated = Students are able to be in two gap
groups

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

Fall Membership by Subgroup

2016 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2014-2015

2015-2016

2016-2017

All Students

1280464

1284248

1288166

Female

621389

623178

625055

Male

659075

661070

663111

American Indian

3934

3704

3588

Asian

82787

85334

87658

Black

294666

294002

291033

Hispanic

177317

184810

194673

Native Hawaiian

1922

1984

1974

White

656789

648660

640399

Two or more races

63049

65754

68841

Students with Disabilities

157268

160478

163027

Not Students with Disabilities

1123196

1123770

1125139

Economically Disadvantaged

512581

500007

488566

Not Economically Disadvantaged

767883

784241

799600

English Learners

128925

129369

154039

Not English Learners

1151539

1154879

1134127

Migrant

403

410

361

Homeless

8624

8772

9797

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet availableUnduplicated = Students are able to be in two gap
groups

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2013-2014

2014-2015

2015-2016

2016-2017

Subgroup

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

All Students

1192480

69025

25797

35990

1190172

73567

27863

38276

1185139

77033

29316

41181

1174161

85330

32557

45249

Female

580566

33539

12095

16518

579327

35623

13233

17603

576885

37179

13886

18941

571031

41555

15482

20892

Male

611912

35486

13702

19472

610845

37944

14630

20673

608254

39854

15430

22240

603127

43775

17075

24357

American Indian

3625

302

94

146

3468

275

99

134

3251

282

112

155

3107

286

105

185

Asian

79117

2684

813

872

80812

3071

859

961

82553

3583

1050

1094

84882

3741

1118

1142

Black

274662

18551

7892

11993

272277

19187

8421

13041

268263

19938

8744

13776

260845

21607

9603

14668

Hispanic

157082

9768

3755

5761

165525

10899

4100

6443

171339

12384

4809

7519

178412

14793

5465

9076

Native Hawaiian

1711

108

27

56

2022

111

43

53

1891

109

35

53

1871

128

33

42

White

619453

34300

11965

15595

606754

36356

12967

15927

596536

36685

13074

16595

581802

40093

14542

17866

Two or more races

56828

3312

1251

1567

59314

3668

1374

1717

61306

4052

1492

1989

63239

4682

1691

2270

Students with Disabilities

140182

12257

5292

7788

140832

12756

5413

8092

144105

13623

5832

9252

142776

14929

6513

9945

Economically Disadvantaged

476184

42009

16961

22910

471617

43563

17975

24000

461697

44852

18685

25640

462077

50559

21198

29427

English Learners

126366

6841

2449

3596

127339

7464

2659

4035

128237

8585

3188

4982

151572

11207

4012

6538

Homeless

13158

2430

1337

2356

13014

2435

1295

2462

13225

2606

1430

2881

13993

3001

1726

3361

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

Advanced Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2016-2017 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia’s public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth’s public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.